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Percorrer por autor "Daubney, Mark"

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  • 12. Conclusion
    Publication . Gkonou, Christina; Dewaele, Jean-Marc; Daubney, Mark; Gkonou; Daubney; Dewaele
    In this final chapter we would like to bring together the main themes emerging from all contributions to this volume in terms of recent developments in theorising about language anxiety, empirically investigating it and suggesting practical ideas for addressing it. As many authors in this anthology have acknowledged, research into language anxiety is not new to the field of second language acquisition (SLA) (cf. Horwitz, 2010). In this sense, the present volume could be viewed as a compilation of new insights into language anxiety which, taken together, are indicative of a need to broaden the agenda on three fronts: theory, research and practice. In what follows we discuss what we feel are the most salient themes with regard to language anxiety and these three aspects.
    2017-12-31Capítulo de livro Acesso aberto Ver mais
  • New Insights into Language Anxiety
    Publication . Gkonou, Christina; Daubney, Mark; Dewaele, Jean-Marc; Gkonou, Christina; Daubney, Mark; Dewaele, Jean-Marc
    This book provides an overview of current theeory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters show that language anxiety can be viewed as a complex and dynamic construct and can be researched using different methods and frameworks.
    2017-04-25Livro Acesso restrito Ver mais
  • Teacher perspectives on language learning psychology
    Publication . Gkonou, Christina; Mercer, Sarah; Daubney, Mark
    Research into the psychology of language learning has grown exponentially in the last decade, yet, teacher perspectives on the field have been surprisingly absent from this body of research. The present study was designed to address this gap. Drawing on a survey with 311 foreign language teachers working at different school levels in 3 European countries, and on individual, semi-structured interviews with 11 teachers, the study focuses on the psychological aspects of language learning which teachers felt were particularly important in their own settings. In particular, teachers’ beliefs, experiences and teaching strategies were explored. The data also revealed strong interconnections between language learning psychology constructs, differences across contexts, and a perceived link between learner and teacher psychology.
    2016-06-21Artigo científico Acesso aberto Ver mais